cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dewi Ariyani
Contact Email
insania@uinsaizu.ac.id
Phone
+6281320021680
Journal Mail Official
insania@uinsaizu.ac.id
Editorial Address
Fakultas Tarbiyah dan Ilmu Keguruan UIN Prof. K.H. Saifuddin Zuhri Purwokerto Jl. Jend. A. Yani No. 40A Purwokerto 53126 Jawa Tengah - Indonesia
Location
Kab. banyumas,
Jawa tengah
INDONESIA
INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Published by Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
ISSN : 14100053     EISSN : 25983091     DOI : https://doi.org/10.24090/insania
Core Subject : Education,
Education
INSANIA adalah jurnal kependidikan yang diterbitkan oleh Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto. INSANIA menerbitkan artikel ilmiah dengan rumpun keilmuan pendidikan antara lain Perencanaan pendidikan, Evaluasi Pendidikan, Pembelajaran, Kurikulum Pendidikan, Strategi Pendidikan, Pendidikan Islam, Pendidikan Dasar Islam, Pendidikan Anak Usia Dini, dan tema kependidikan lain
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 459 Documents
 42   43   44   45   46 
Teaching English using social media: Pre-service English teachers’ perceptions Jailani, Ahmad; Kurniati; Ervina
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.8865

Abstract

Social media has been widely used in many aspects of life, including education. Many teachers nowadays have made use of social media. This study aims to explore the perceptions of pre-service English teachers on the use of social media in teaching English. This study was a survey research with a quantitative and qualitative approach. The data were collected through an interview questionnaire via Google form from 39 pre-service English teachers now studying at STAIN Bengkalis. The result showed that pre-service English teachers have positive perceptions on the use of social media in teaching English. It can be seen from the finding that 38 out of 39 respondents would like to use social media when they become teachers in the future. In their perception, WhatsApp, YouTube, Instagram, and Facebook are the most useful social media to be used in teaching English. Incorporating social media into education have some benefits, such as: encompassing enhanced comprehension, greater student self-sufficiency, boosted enthusiasm, efficiency in terms of costs, and the promotion of innovation among teachers. Nevertheless, it is important to recognize the hurdles associated with ensuring dependable internet access, fostering digital literacy, fostering creativity when designing lessons, and effectively managing how students utilize these resources. Findings from this study strengthen the fact that social media must be used in teaching and learning process and urge faculty to preparing future teachers with satisfied ability to use information technology or social media in teaching.
Does CEFR (Common European Framework of Reference) fit the expectation: Voices from the classroom Dwinalida, Khairunnisa; Muflihah; Maulia, Bunga Putri
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.11027

Abstract

The CEFR, known globally as a key framework for structuring English language curricula, has been adopted in many educational systems worldwide. However, despite its widespread recognition, its practical application within Indonesian universities has not gained the same level of traction, remaining relatively limited compared to other regions. This difference has attracted scholarly interest, leading to research exploring the framework's applicability and potential adaptation. The research investigated how students view the fit between the framework and their expectations of the competencies of English teacher training graduates. To gather numerical data on students’ perceptions, a targeted sample of 94 participants completed a questionnaire developed based on C1-level CEFR descriptors. Complementing the quantitative data, semi-structured interviews were conducted with a subset of respondents to gather richer qualitative insights into their perceptions. Analysis of the quantitative data, including calculating the average score, showed a generally positive student perception of CEFR, with an average score of 3.78. Qualitative analysis of the interview data identified four key reasons for student agreement with the CEFR descriptors: alignment with job requirements, usefulness as communication tools, the reflection of the community expectations, and potential to support their learning. The findings imply that the stakeholders must specify the curriculum framework in which CEFR adoption can be an option. Based on these findings, it is implied that stakeholders responsible for curriculum development should specify a clearly defined framework within which CEFR adoption can be effectively implemented.
Artificial intelligence assistance in English for communication competence of english for specific purposes Waly, Muchamad Muchibbuddin; Zakiyyah, Aniqotul Milla
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.11140

Abstract

This study scrutinizes the role of artificial intelligence (AI) tools in enhancing English for Communication competence among undergraduate students in English for Specific Purposes (ESP) courses, specifically focusing on students in communication study programs in Indonesia. It examines students' attitudes, perspectives, and experiences with AI tools in improving English communication skills and aims to uncover AI integration's perceived benefits and challenges. A sequential explanatory mixed-methods design collected data from thirty-one undergraduate students using a Likert-scale questionnaire followed by semi-structured interviews to provide more detailed insights. Findings from the descriptive statistical analysis indicate that most students expressed positive reactions to using AI tools to support their communication competence. Students responded with benefits such as personalized learning experiences, real-time feedback, and improved interpersonal communication, public speaking, and business-related communication. However, concerns were raised regarding AI's reliability, data privacy, potential over-reliance on AI, and limited enhancement of creativity and critical thinking skills. In English classrooms, where integrating technology in language learning is increasingly prioritized, these findings suggest that AI tools can be valuable resources for developing communication skills among ESP students. To maximize their benefits, educational institutions should establish clear guidelines, promote critical engagement with technology, and provide adequate instructor support to help students navigate AI-related challenges.
Developing English speaking skills: Getting used to speaking English in the family environment Maharani, Jingga Lydia; Wahyuningsih, Sri
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.11197

Abstract

This study aims to report on the role of the family in helping students develop English speaking skills. A qualitative method was used, with data collected through questionnaires distributed to five EFL university students. The data obtained was analyzed using qualitative descriptive analysis techniques, where the results of questionnaires and interviews were categorized, compared and interpreted to describe the patterns that emerged. The findings show that becoming accustomed to speaking English in everyday life greatly aids in improving English speaking skills. The supportive role of the family plays a crucial part in helping students develop their cognitive abilities. Proper treatment and motivation at home are essential for this process. Additionally, the good habits and traits fostered within the family environment serve as guidelines for building a promising future. A positive family environment has a significant impact on enhancing speaking skills and makes learning English easier for a child. By incorporating vocabulary into daily activities, students are able to memorize and understand it more easily, as learning becomes enjoyable and habitual, leading to a more effective language acquisition process.
The instructional and learning quality: The effect of four teacher competencies Mukti, Taufiq Satria; Noviafitri, Kartika Satya
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.11590

Abstract

Teacher competence is directly proportional to  student learning quality. The purpose of this study was to prove whether teacher competence positively impacts the quality of learning. The study was conducted on 127 state madrasah teachers in Malang Regency and Batu City. Data was collected using a questionnaire via Google Form with a semantic differential scale (1-10). The instrument was developed in accordance with the teacher competence law and has met the quality requirements of content testing by experts and obtained empirical evidence in the SEM analysis with CFI (Comparative Fit Index) results, 0.926, RMSEA 0.110, CI (Confidence interval) 0.0937-0.126, and Reliability 0,95. The test of the influence of teacher competence on the quality of learning was carried out using linear regression analysis. The results of the data analysis obtained in the study showed a positive influence of teacher competence on the quality of learning by 90.8%. The results of measurements with the instrument used by the researcher can be a reference in measuring teacher competence;; the better the teacher's competence is, the more directly proportional it is to the quality of learning.
Pemanfaatan Literasi Sebagai Media Pembelajaran Kemampuan Membaca Permulaan Anak Usia Dini Dewi, Utami Kumala; Hibana
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.12599

Abstract

Supporting the optimization of early literacy is crucial for developing language skills. Reading at an early age is often called early reading. Therefore, this study aims to determine how literacy facilities are used to learn early reading skills, especially for the 5-6-year-old age group. Primary data was collected through observation, interviews, and activity documentation, while secondary data sources were obtained from literature reviews. Data analysis followed Miles and Huberman's, which involves identifying and describing the main problem, categorizing data according to the discussion, presenting and analyzing data descriptively, and drawing conclusions about the main problem. The researcher used a qualitative research method with a descriptive approach. The research subjects were group B of TK Islam Terpadu Salsabila 5 Purworejo, totaling 25 students, one classroom teacher, and the principal. The results of this study indicate that the TK Islam Terpadu Salsabila 5 Purworejo institution introduces early reading through (1) Literacy corner and pre-reading routines; (2) Natural materials/loose part methods; (3) Electronic media (laptops) and storytelling method; (4) Tracing, sticking, and imitating words. These learning media are expected to facilitate students' learning and help them recognize early reading. The facilities provided are excellent and helpful, and it is hoped that in the future, electronic media (laptops) will be presented via an LCD screen to accommodate all students.
The application design based on Mobile Assisted Language Learning (Mall) to improve reading comprehension Widyawati, Yogi; Siregar, Elitaria; Sonjaya, Iwan
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.8927

Abstract

Mobile learning has become increasingly prevalent in the education sector as smartphones are now part of everyday life. This study focuses on designing a mobile application to enhance the reading comprehension skills of students at Politeknik Negeri Jakarta (PNJ). Mobile learning offers students the flexibility to access learning materials anytime and anywhere, overcoming the limitations of classroom teaching hours. The research aims to develop a prototype of a Mobile Assisted Language Learning (MALL) application for Android smartphones, specifically tailored to assist students in preparing for the reading comprehension section of the TOEIC (Test of English for International Communication) test. The methodology involves analyzing the needs of PNJ students through surveys and interviews to identify their challenges in learning English, particularly in reading comprehension. Based on the findings, a prototype application was designed using iterative development processes, integrating features such as interactive reading exercises, real-time feedback, and progress tracking. The prototype was tested with final-year students to evaluate its effectiveness. The results indicate that the application significantly improves students' reading comprehension skills, as evidenced by higher practice scores and positive user feedback. The findings highlight the potential of MALL in bridging the gap in practice opportunities and limited classroom learning time.This research recommends further development of the application to include other sections of the TOEIC test, such as listening comprehension, and the integration of gamified features to enhance user engagement. Additionally, collaboration with vocational educators is suggested to ensure the content aligns with industry needs and language proficiency standards.
Empowering Future Educators through Team-Based Projects: A Pathway to SDG 4 in Teaching Material Development Sarkity, Dios; Pratama, Yudi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.10836

Abstract

Teaching materials are a cornerstone of effective learning, yet many educators struggle with designing resources that truly meet classroom needs. This study investigates the capabilities of prospective biology teachers in developing teaching materials that are responsive to real educational challenges and student needs, facilitated through team-based project learning in the Teaching Material Development course. Using a descriptive-analytical method, the research analyzed student-created materials and accompanying reports. Results revealed that 44.44% of participants successfully produced printed materials, while 55.55% developed digital resources aligned with contextual problems. Although students generally demonstrated technical proficiency in formatting their products, many fell short in addressing pedagogical relevance and learner-centered design. These findings highlight a critical need to enhance teacher education by emphasizing the development of teaching materials that are not only visually appealing but also pedagogically sound and contextually grounded. To support the goals of Sustainable Development Goal 4 (SDG 4), teacher training programs must prioritize equipping future educators with the skills to create impactful, inclusive, and needs-based learning resources.
Development Strategy of Teacher Competence with the 70-20-10 Model for SDG-Aligned Community-Based Education: A Literature Review Hasanah, Enung; Ghazi, M Ikhsan Al
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.11257

Abstract

Education plays a vital role in shaping the development of society and the nation. In a rapidly changing world, teachers are key players in preparing the next generation to face increasingly complex challenges. Within this dynamic context, improving teacher competencies has become a critical need. One alternative approach is the 70-20-10 Model, which combines formal learning, informal learning, and learning through experience, while also integrating community-based learning, and social engagement to support the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). This paper explores the key principles of the 70-20-10 Model in the context of teacher professional development and its potential to encourage local and global collaboration for achieving inclusive, equitable, and sustainable education outcomes. Through a comprehensive literature review, this study discusses the implications, benefits, and challenges related to the implementation of this model. The findings highlight that the 70-20-10 Model provides a solid framework for continuous teacher development, where 10% of learning comes from structured activities such as workshops or training sessions, 20% from collaborative learning through interactions with peers and mentors (both online and offline), and 70% from practical classroom experience integrated with community involvement. However, the implementation of this model also faces several challenges, including limited resources, resistance to change, and difficulties in measuring learning outcomes. Therefore, to fully realize the potential of this model, strong commitment from all stakeholders is needed, along with supportive systems and well-planned strategies that are responsive to both local contexts and global education priorities.

Page 46 of 46 | Total Record : 459

 42   43   44   45   46 

Filter by Year

2007 2025


Reset
Filter By Issues
All Issue Vol 30 No 1 (2025) Vol 29 No 2 (2024) Vol 29 No 1 (2024) Vol 28 No 2 (2023) Vol 28 No 1 (2023) Vol 28 No 1a (2023) Vol 27 No 2 (2022) Vol 27 No 1 (2022) Vol 26 No 2 (2021) Vol 26 No 1 (2021) Vol 25 No 2 (2020) Vol 25 No 1 (2020) Vol 24 No 2 (2019) Vol 24 No 1 (2019) Vol 23 No 2 (2018) Vol 23 No 1 (2018) Vol 18 No 1 (2013) Vol 16 No 3 (2011) Vol 16 No 2 (2011) Vol 16 No 1 (2011) Vol 15 No 3 (2010) Vol 15 No 2 (2010) Vol 15 No 1 (2010) Vol 22 No 2 (2017) Vol 22 No 1 (2017) Vol 21 No 2 (2016) Vol 21 No 1 (2016) Vol 20 No 2 (2015) Vol 19 No 2 (2014) Vol 20 No 1 (2015) Vol 19 No 1 (2014) Vol 14 No 3 (2009) Vol 14 No 2 (2009) Vol 14 No 1 (2009) Vol 13 No 3 (2008) Vol 13 No 2 (2008) Vol 13 No 1 (2008) Vol 12 No 3 (2007) Vol 12 No 2 (2007) Vol 12 No 1 (2007) Vol 11 No 3 (2006) Vol 11 No 2 (2006) Vol 11 No 1 (2006) Vol 18 No 3 (2013) Vol 18 No 2 (2013) Vol 17 No 2 (2012) Vol 17 No 1 (2012) More Issue